Search Results (1,692)

Background/Objectives: Patients with psychotic disorders have a lifetime risk of suicide attempt (SA) of around 10 to 50%. Genetic variants in the corticotropin-releasing hormone-binding protein (CRHBP) and FK506-binding protein 5 (FKBP5) genes, which are implicated in the hypothalamic–pituitary–adrenal axis and childhood trauma (CT), are considered risk factors for SA. This study aimed to examine the interaction between the CRHBP and FKBP5 genes and CT in the development of SA. Methods: We included 350 patients, 180 patients with schizophrenia and 170 with bipolar disorder. The patients were divided into two groups: 175 with a history of SA and 175 without, and a sample of 350 healthy controls was also included. The Multifactor Dimensionality Reduction program was used to identify G × E interactions between the CRHBP (rs7728378, rs10474485, and rs1875999) and FKBP5 (rs3800373 and rs9296158) and CT in SA. Results: The analysis showed that the interaction of CRHBP and FKBP5 with CT increases the risk of presenting at least one SA (OR 4.17; 95% CI [2.67–6.52]; p < 0.0001). Additionally, we observed interaction with childhood abuse (OR 4.09; 95% CI [2.61–6.39]; p < 0.0001), mainly with emotional (OR 3.67; 95% CI [2.34–5.77]; p < 0.0001) and sexual abuse (OR 3.32; 95% CI [2.11–5.23]; p < 0.0001). Conclusions: Our research indicates that genetic variations in CRHBP and FKBP5 genes and a history of CT increase the probability of presenting at least one SA in patients with schizophrenia and bipolar disorder. Full article

Parent–child discrepancies on educational expectations have a significant impact on the holistic development of children, which is crucial for building sustainable educational ecosystems. Based on 7080 samples from the 2019 OECD Survey on Social and Emotional Skills (SSES) conducted in a Chinese city, this study uses the ordinary least squares model and propensity score matching to estimate the causal effect of parent–child discrepancies on educational expectations on children’s social and emotional skills—core competencies for Education for Sustainable Development (ESD)—and further employs the bootstrap method to test its mechanism. The results show that parent–child discrepancies on educational expectations have a significant negative impact on children’s social and emotional skills, with stronger effects observed among boys and 15-year-olds. The parent–child relationship and test anxiety play a chain mediating role in this relationship. The results suggest that to advance the goals of sustainable education, parents should set reasonable educational expectations and pay attention to nurturing their children’s social and emotional skills to foster holistic development within supportive family microsystems. Full article

As schools increasingly adopt data-informed practices, the importance of teacher data literacy has grown significantly. However, little is known about how teachers in Singapore understand and experience data use in their daily work. This qualitative study explores the beliefs, challenges, and professional learning experiences of Ministry of Education teachers in Singapore. Semi-structured interviews were conducted with in-service teachers from diverse school settings, and data were analyzed using Braun and Clarke’s thematic analysis approach to ensure methodological rigor. Four key themes emerged: (1) teachers value data but differ in how they define and apply it; (2) professional learning opportunities are often fragmented or insufficiently targeted; (3) emotional and time-related tensions hinder sustained data use; and (4) teachers desire clearer structures and dedicated support roles for data work. The findings underscore the need for ongoing, contextualized support and highlight the importance of addressing both the cognitive and affective dimensions of teacher data literacy. The study offers implications for contextualized professional development and system-level reforms to better support data-informed teaching. Full article

This study used Q methodology to explore and categorise caregivers’ subjective perceptions of artificial intelligence (AI)-powered ‘virtual human’ (AVH) devices in caring for older adults. We derived 123 initial statements from literature and focus groups and narrowed them to 34 statements as the final Q sample. Seventeen caregivers, nurses, and social workers completed the Q-sorting procedure. Using principal component analysis and Varimax rotation in Ken-Q, we identified three perception types: Active Acceptors, who emphasise the devices’ practical utility in patient communication; Improvement Seekers, who conditionally accept the technology while seeking greater accuracy and effectiveness; and Emotional Support Seekers, who view the device as a tool for emotional relief and psychological support. These findings suggest that technology acceptance in caregiving extends beyond functional utility. It also involves trust, affective experience, and interpersonal interaction. This study integrates multiple frameworks, including the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), Science and Technology Studies (STS), and Human–Machine Communication (HMC) theory, to provide a multifaceted understanding of caregivers’ acceptance of AI technology. The results offer valuable implications for designing user-centred AI care devices and enhanced emotional and communicative functions. Full article

Placebo, nocebo, and lessebo effects are very frequent in patients with both neurological and psychiatric disorders. Interestingly, the neural mechanisms underlying placebo effects have been found to be the same as or similar to mechanisms targeted by active pharmaceutical interventions for many of these disorders. In the case of functional neurological disorders (FNDs), there are shared neural substrates between the central nervous system “placebo network” and the dysfunctional networks implicated in the pathophysiology. These networks are primarily involved in emotion regulation, stress responses, and the sense of self-agency. Therefore, placebo effects have also been discussed as therapeutic interventions in FNDs. Such an approach, however, has a variety of ethical implications evolving around informed consent, autonomy, nonmaleficence, beneficence, and justice. In this paper, we discuss the use of placebo, nocebo, and lessebo in FNDs as well as related ethical issues. Overall, the use of placebo in FNDs is currently still considered controversial both for diagnostic as well as therapeutic purposes. Although it is a safe and almost unique intervention, its use violates the core principles of medical ethics and doctor–patient interactions involving autonomy or openness in the therapeutic relationship. Full article

Background: Pediatric oncological diagnoses and treatments pose complex biopsychosocial challenges for both patients and their families. These experiences can significantly disrupt daily life, evoke intense emotional responses, and raise concerns about the future, often leading to long-term psychological implications. Objective: This study aimed to assess the emotional functioning of children undergoing cancer treatment and to explore the lasting psychological effects reported by young adult survivors of pediatric cancer. Methods: A mixed-methods approach was employed. In total, 52 minors and their caregivers were recruited from two pediatric oncology units in Italy (Turin and Bari), while 18 young adults diagnosed during childhood were recruited from clinical and community settings in Ancona and Bari. Standardized instruments were used to evaluate emotional symptoms and broader psychological functioning in the pediatric sample, while self-report measures assessed psychological well-being and quality of life in the young adult group. To complement these data, semi-structured interviews were conducted with the young adult survivors to investigate the long-term psychosocial and psychological impacts of pediatric cancer. Results: The quantitative results indicate generally low levels of psychological distress in both groups. However, the qualitative findings reveal the complexity of post-cancer identity, highlighting experiences of resilience, emotional ambivalence, and redefinition of self. Conclusions: These results underscore the importance of addressing the psychological well-being of pediatric oncology patients and young adult survivors beyond the medical treatment phase, with a focus on long-term psychosocial support and individualized care. Full article

Generative Artificial Intelligence (GAI) is advancing rapidly and is increasingly integrated into visual communication design education. How to effectively and sustainably leverage GAI to support visual communication design teaching has thus become a critical issue faced by educators. While prior studies have focused on GAI’s impact on student learning outcomes and creativity, limited research has explored its effects on emotions and student engagement. This study aims to investigate the impact of customized GAI integration on visual communication design students’ learning engagement and to qualitatively explore the emotions that occur throughout the learning process. Using a quasi-experimental design, 96 students were randomly assigned to either a control group using traditional instruction or an experimental group using a customized GAI. Student engagement was measured using pre- and post-assessment scales, and semi-structured interviews were conducted to analyze students’ emotional changes. The results show that customized GAI integration effectively enhanced students’ cognitive, emotional, and behavioral engagement. Moreover, students experienced diverse and dynamic emotions during the learning process, which influenced their engagement. This study provides empirical support for the application of GAI in visual communication design education, highlighting the importance of balancing technology integration with emotional regulation, thereby informing the responsible and sustainable integration of GAI in design education. Full article

Sport psychology research has shown that athletes might experience self-presentation concerns. However, fairly limited work has examined these specific concerns among athletes experiencing an injury, particularly among adolescent populations. Therefore, the purpose of this qualitative study was to explore the nature, precursors, and implications of injured adolescent athletes’ self-presentation concerns. Semi-structured interviews were conducted with female (n = 12) and male (n = 2) competitive adolescent athletes (Mage = 15.1 years) who experienced a variety of serious injuries (e.g., ACL rupture, labrum tear) as a result of competing in various sports. Braun and Clark’s thematic analysis (2006) was used to develop themes pertaining to the nature, precursors, and implications of injury. Findings highlight a range of specific types of self-presentation concerns (e.g., concerns over “faking” an injury, lacking capability, disappointing others), the impact of the closeness of relationships with significant others, key implications (e.g., future sport apprehensions, negative emotions, motivational enhancements), and coping strategies. Results identify factors for targeted interventions aimed at managing self-presentation concerns among injured adolescents. Full article

This study explored the psychological characteristics of homeroom teachers’ reflective practice with a focus on student mental health, addressing a gap in empirical research. This study conducted semi-structured interviews with seventeen Chinese homeroom teachers and applied thematic analysis to examine how reflective practice supported mental health education. It also evaluated this practice from the perspective of multi-tiered systems of support (MTSS). The findings reveal the cognitive, emotional, motivational, and behavioral characteristics of homeroom teachers’ reflective practice. Cognitive characteristics centered on three aspects—the focus of reflection, the thinking process, and the formation or transformation of cognition—with student mental health being a primary concern. Emotional elements were less explicitly mentioned but were embedded in teachers’ narratives. Motivational characteristics comprised autonomy and physical–mental states, supporting or impeding reflection. Behaviorally, homeroom teachers engaged in silent, written, and dialogic forms of reflection, with silent reflection being common yet often undervalued. The study also indicated that homeroom teachers’ work in mental health education mainly involves MTSS Tier 1 and Tier 2, with insufficient collaboration with other professionals and characteristics distinct from traditional MTSS practices. Overall, the study highlights the multifaceted nature of reflective practice and its implications for enhancing school-based mental health education. Full article

In the field of second language acquisition, there is a growing recognition of the importance of emotional factors, particularly emotional intelligence (EI), in influencing learners’ willingness to communicate (WTC) in a second language (L2). However, previous studies have predominantly adopted a variable-centered approach, often overlooking individual heterogeneity and the mediating role of foreign language enjoyment (FLE) in the relationship between EI and WTC. To address these gaps, this study integrated variable-centered and person-centered approaches to examine 1111 students from Chinese private colleges, representing a distinct educational ecology. Questionnaires were used to measure EI, FLE, and L2 WTC, followed by mediation analysis and latent profile analysis (LPA). Results indicated that EI positively predicted WTC (β = 0.217, p < 0.001), with FLE partially mediating this relationship (indirect β = 0.135, p < 0.001), accounting for 38.3% of the total effect (β = 0.352, p < 0.001). LPA identified three learner profiles—“High EI–High Enjoyment,” “Moderate EI–Moderate Enjoyment,” and “Low EI–Low Enjoyment.” These profiles differed significantly in L2 WTC (p < 0.005), although the effect size was small (η² = 0.002). The findings revealed that learners with higher emotional intelligence and enjoyment tended to report greater willingness to communicate. However, the overall effect was small, suggesting that emotional factors may serve as facilitators rather than decisive determinants of L2 communication. Despite the modest magnitude of these differences, the pattern highlights subtle yet meaningful emotional dynamics underlying L2 communication behavior. By integrating person- and variable-centered perspectives, this study contributes methodological refinement and provides cautiously framed pedagogical implications for fostering emotional engagement and communicative willingness among diverse L2 learners. Full article

Background/Objectives: Breast cancer is one of the most prevalent types of cancer globally and is also the leading cause of death from malignant tumors among women. This study investigated the experiences of women with breast cancer concerning nutritional care. Methods: A qualitative study conducted in San Luis Potosí, Mexico. Ten semi-structured interviews were conducted with women undergoing treatment and with survivors of breast cancer. Data were analyzed using basic grounded theory procedures. Results: Our findings revealed several barriers that hinder adequate nutritional care for women with breast cancer in Mexico. Key barriers include the structure of the health system, misinformation, the implications of the disease in daily life, medical treatment of the disease, the emotional impact, and changes in their perceived identity. The experiences of individuals with any disease, particularly chronic illnesses such as cancer, affect the implementation and follow-up of nutritional therapy. Conclusions: Consideration of these experiences is essential for creating policies and strategies focused on nutritional care that complement the treatment of breast cancer sufferers. Additionally, specialized nutrition personnel should form part of the comprehensive treatment of the disease. Full article

Dementia significantly impacts cognitive, behavioral, and functional abilities, creating challenges for both individuals and caregivers. Recent advancements in HCI have introduced innovative technological solutions to support people with dementia (PwD) and their caregivers. This scoping review systematically examines 32 recent publications from leading digital libraries, categorizing technological interventions into four key domains: Assistive and Smart Technology for Daily Life, Social Interaction and Communication, Well-being and Psychological Support, and Caregiver Support and Training. Our analysis highlights how emerging technologies are transforming dementia care. These technologies enhance quality of life by promoting independence, fostering social engagement, and providing emotional and cognitive support. However, the review also identifies critical gaps, particularly in addressing the needs of individuals with early-stage dementia and the lack of individualized support mechanisms. By emphasizing user-centered design, accessibility, and ethical considerations, this paper offers a structured roadmap for future research and practice in dementia care. It bridges the gap between technological innovation and the real-world needs of PwD and their caregivers, providing valuable insights for researchers, practitioners, and policymakers. This review not only synthesizes current advancements but also sets the stage for future HCI-driven innovations in dementia care, aiming to improve outcomes for an aging global population. Findings primarily reflect older adults; implications for early-onset dementia are discussed. Full article

Fatigue is a multidimensional phenomenon with profound implications for performance, health, and wellbeing. Its complexity means that no single discipline can adequately explain its causes or management, highlighting the need for integrative approaches. This article introduces the F.L.A.M.E.S. framework, a psychological model that integrates self-report, physiological, emotional, and contextual perspectives on fatigue. The framework combines validated assessment tools with evidence-based management strategies including goal setting, motivational self-talk, attentional control, and emotion regulation and embeds these within proactive, reactive, and preventative approaches. Applications are illustrated through case studies in sport, healthcare, and education, showing how the model can be co-constructed with practitioners to ensure ecological validity and uptake. By linking mechanisms to management and scaling solutions across domains, the F.L.A.M.E.S. framework provides a roadmap for enhancing performance, resilience, and sustainable wellbeing. Full article

The emergence of STEAM education, which integrates the Arts into Science, Technology, Engineering, and Mathematics (STEM), reflects a growing recognition of the need to develop both technical proficiency and creative capacity in learners. This shift emphasizes the importance of preparing students to tackle complex, real-world problems through innovative and interdisciplinary thinking. Drawing on an integrative review of 108 scholarly articles, from Scopus, ERIC, and Web of Science, we included peer-reviewed articles published between 2010 and 2024; this paper traces the conceptual evolution of STEAM education and examines its pedagogical implications for the psychomotor domain. It critically explores how incorporating the Arts reshapes traditional understandings of skill acquisition by highlighting hands-on, embodied, and creative approaches to problem-solving. The article, therefore, explores the concept of psycho-productive competency to capture the interplay between psychomotor skills and cognitive–emotional dimensions of learning. Findings underscore the need for teaching strategies and learning environments that move beyond technical demonstration to foster creativity, innovation, and holistic development. This re-examination of the psychomotor domain positions educational practice in line with the demands of a rapidly changing, knowledge-driven world. Full article

ToM (ToM) and empathy, integral components of children’s social cognitive development, are shaped by multifaceted factors. The developmental trajectories of ToM and empathy in kindergarten children have long been focal points of inquiry for researchers and educators. Among these determinants, environmental factors emerge as significant predictors of children’s ToM and empathetic abilities. In contemporary society, digital screens have transformed into a ubiquitous medium for kindergarten children, deeply embedded in their daily life, learning, and recreational activities. Consequently, screen exposure has become a novel and distinctive environmental context for childhood development, diverging from traditional settings. This shift raises critical questions that have become focal in recent developmental media research: Does screen exposure correlate with children’s ToM and empathy? And how do key dimensions of screen use (e.g., duration, content) influence the development of these social cognitive skills? To address these queries, this study employed a two-phase experimental approach. Initially, a total of 642 parental questionnaires were collected to comprehensively investigate the current status of digital screen usage among Chinese kindergarten children. Subsequently, the ToM and empathy levels of 126 children were systematically evaluated. The findings revealed that the average daily duration of children’s screen time exhibited a significant negative predictive effect on their ToM level, consistent with prior longitudinal studies that linked early excessive screen exposure to poorer later ToM performance. Conversely, engagement with child-friendly content (e.g., prosocial narratives) and parent–child discussions regarding character emotions during screen exposure (e.g., dialogic questioning while co-viewing) emerged as positive predictors of ToM. Notably, no significant predictive relationships were identified between various dimensions of screen exposure and children’s empathy. This research elucidates the impact of screen exposure on crucial aspects of children’s social cognition, offering practical implications for optimizing screen device utilization to foster children’s holistic development. Full article